Transparent/Translucent/Opaque Window Brochure Lesson Plan March 20

Stage 1: Desired Results

General 4–9 Identify sources of light, describe the interaction of light with different materials,
Outcome(s) and infer the pathway of a light beam.
Specific 4–9.7
Outcome(s) 4–9.8
Learning Students will:
Objectives - Define the terms “transparent”, “translucent”, and “opaque”
- Use materials to correctly identify transparent, translucent, and opaque
meaning
Student Understanding(s): Essential Question(s):
Students will define the terms “transparent”, What does “transparent”, “translucent” , and
“translucent”, and “opaque” and use materials to “opaque” mean? What are some examples of
correctly identify these terms in the form of a each?
window brochure.

Stage 2: Assessment Evidence

Formative Anecdotal Summative Brochure
Assessment Observational Assessment

Stage 3: Learning Experience

Prior to Print off rubric Resources to Copies of rubric
Lesson: Bring:
Time: 30 min Content/Description Notes/Materials
Introduction:
5 min - Review meaning of “transparent”, “translucent”,
“opaque”
Body:
- Introduce activity Copies of rubric
- “You now own a window company and sell three types Plain white paper
20 min of windows. You need to advertise each of these types Wax paper
of windows.” Saran wrap
Brown paper
- Hand out rubric and discuss expectations and criteria
Glue
- Hand out paper for brochure Pencil crayons/
- Hand out wax paper, saran wrap, brown paper to be markers
used in window ad
5 min Conclusion:
- Hand into me
- Clean up and get ready for lunch
Resources:
- Teachers pay teachers
Reflection:
Should have assessed prior understanding of a window brochure instead of assuming the
students know what a brochure is. I would have been helpful to bring in a brochure as a
demonstration to show how each page discusses something different. Students also needed
more time to complete this task.